Millions of students seek short- and long-term study abroad options every year, and this trend is a key illustration of the internationalization of higher education. Because a global perspective has become mandatory in the largely globalized workforce, many institutions look to study abroad programs to prepare their students. This outbound mobility has the potential to contribute to greater understanding between cultures, countries, and individuals. The "Handbook of Research on Study Abroad Programs and Outbound Mobility" offers a comprehensive look into motivations for and opportunities through all forms of outbound mobility programs. By providing empirically-based research, this publication establishes the benefits, difficulties, and rewards of building a framework to support international students and programs. While generous in scope, the information is well organized via the use of paragraph headings, subheadings, bullet points, tables, definitions, and more within each chapter. Readers will also find references listed at the end of each chapter and compiled at the end of the book accompanied by brief contributor biographies and an index. Academic areas covered in this publication include but are not limited to: (1) Bilateral Networks; (2) Internationalized Curriculum; (3) New Mobility; (4) Offshore Campuses; (5) Program Promotion; (6) Quality Assurance; (7) Staff Evaluation; (8) Student Evaluation; and (9) Students' Perception. This book is divided into six sections. Section 1, "Short-Term Study Abroad Trends and Demographics," contains the following chapters: (1) Research on US Education Abroad: A Concise Overview (Anthony C. Ogden and Bernhard Streitwieser); (2) Counting Outward Mobility: The Data Sources and their Constraints (Steve Nerlich); and (3) Higher Education Abroad: Trends among the Indigenous Palestinian Arab Minority in Israel (Khalid Arae and Kussai Haj-Yehia). Section 2, "Pre-Departure Considerations for Outbound Mobility," includes: (4) Repositioning Study Abroad as a Rite of Passage: Impact, Implications, and Implementation (David Starr-Glass); (5) Providing Study Abroad Opportunities for Underrepresented Populations: Lessons from the University of California, Riverside (Elizabeth Claassen Thrush and Christine Victorino); (6) Encountering Unfamiliar Educational Practices Abroad: Opportunities or Obstacles? (B. Jane Jackson); (7) Students' Perceived Benefits of Short-Term Study Abroad Programs: A Case Study of Hong Kong Higher Education (Annie Yan-Ni Cheng); (8) Critical Components in Preparing Students for Short-Term Study Tours to Asia (Tracey Bretag, Robert van der Veen, Sonia Saddiqui, Ying Zhu); (9) A New Border Pedagogy: Rethinking Outbound Mobility Programs in the Asian Century (Louise Townsin, Chris Walsh); and (10) Rationale and Risk Considerations: Establishing Transnational Higher Education Provisions or International Branch Campuses Abroad (Eng Kee Sia). Section 3, "Faculty-Led International Exchange and Service-Learning Experiences," contains: (11) Service-Learning Abroad: Undergraduates' Development of Pluralistic Outcomes (Krista M. Soria, Shane M. Lueck, Rebecca E. Hanson, and Dale J. Morrow); (12) Engineering and Information Technology: Challenges and Opportunities for Exchange Studies (Shanton Chang, Martina von Imhoff, and Rikke Ilona Ustrup); (13) Value Co-Creation in Faculty-Led Study Abroad Programs: A Service-Dominant Logic Approach (Sven Tuzovic); (14) Exploring Intercultural Awareness: International Student Mobility in China and the UK through a Non-Essentialist Lens (Monika Foster); and (15) Faculty Memoirs: Study Abroad Business Program in China (Devi Akella). Section 4, "Global Health-Related Courses and International Field Placements," includes chapters: (16) Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health (Lee Stoner, Lane Perry, Daniel Wadsworth, Mikell Gleason, Michael A. Tarrant, Rachel Page, and Krystina R. Stoner); (17) International Service-Learning: Study Abroad and Global Citizenship Development in a Post-Disaster Locale (Joellen E. Coryell, Trae Stewart, Zane C. Wubbena, Tereza Cristina Valverde-Poenie, and B. J. Spencer); (18) International Medical Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy (Charles Mpofu); (19) International Healthcare Experiences: Caring While Learning and Learning While Caring (Jon P. Wietholter, Renier Coetzee, Beth Nardella, Scott E. Kincaid, and Douglas Slain); and (20) Beyond Borders: International Social Work Field Education (Linette Hawkins, Supriya Pattanayak, Jennifer Martin, and Lew Hess). Section 5, "Teacher Internationalization and Preservice Practicums Abroad," includes: (21) Graduate Study Abroad: Student Learning, Pedagogy, and Outcomes (John M. Dirkx, Kristin A. Janka, Julie Sinclair, and Gina R. Vizvary); (22) Teaching Practicums Abroad: Increasing the Professionalization of Preservice Foreign Language (Karin Vogt); (23) Beyond Accommodations: Study Abroad in Brazil, Teacher Preparation, and Global Consciousness (Fernanda Orsati and Lauren Shallish); (24) Integrating Study Abroad in Teacher Education: Enhancing the Curriculum (Yasemin Kirkgöz); (25) Walking in English Learners' Shoes: Preservice Teacher Struggles Result in Empathy (Debbie Powell and Roberta J. Aram); and (26) Promotion of Internationalization of Teacher Education: A Case Study from Croatia (Sanja Tatalovic Vorkapic). Finally, section 6, "Second Language Acquisition and Intercultural Awareness," contains: (27) Disentangling Research on Study Abroad and Pronunciation: Methodological and Programmatic Considerations (Charles L. Nagle, Alfonso Morales-Front, Colleen Moorman, and Cristina Sanz); (28) Perspectives on Mediated L2 Learning during Study Abroad: Identity, Motivation, and Learning Strategies (Kaishan Kong); (29) Language Learners' Social Interaction during Study Abroad: Opportunities, Satisfaction, and Benefits (Rikki Campbell); and (30) Intercultural Communication between East and West: Implications for Students on Study Abroad Programs to China (Ping Yang).